Name Age & Grade:Quarter: Classes (Schedule) Student Z Age 9; Grade 3 Home schooled
Specific Objectives for student in this class:
To increase his time spent focused on specific activities that are not of his choosing. To demonstrate understanding of material. To increase empathy and understanding for others.
Areas of strengths & interests: Highly intelligent, good focus and analytical skills when he is working on something that interests him. He loves his Ipod and engineering things, he loves to figure out things on the computer. He also like animals, hiking and riding his bike.
Successful learning strategies & modifications or adaptations needed:
Student resists activities that he does not choose; he needs help understanding the point of view of other people and feeling empathy for other students. He has some small motor challenges and it is good for him to manipulate things with his hands. Focus and clear expectations are important for this students, music is an ideal format for addressing his needs.
Communication Strategies (verbal & nonverbal by the student -- asks for attention, asks for help, protest, tangible items, discomfort, etc):
He is controlling to other students, but sensitive to how they treat him and think of him. He gets frustrated and even violent if other students oppose his will or reject him. It is important to catch him before this escalates and relieve the tension with re-direction or ask for a moment of self reflection.
Positive behavior support strategies: Feedback on the impact of his conduct on other students-develop understanding and empathy for others.
Grading accommodations:
None needed
Important family/health information [avoid invasion of privacy; include only what people need to know to be effective educators]
Z was in public school until earlier this year and he still receives services although he is currently being home-schooled. He is an only child and has been labeled as having Asperger’s Syndrome. He often had difficulties socially. His parents are using a treatment called RDI or Relationship Development Intervention which was developed by Dr. Steven Gutstien and this has improved his social intelligence.
Z had slight delays in comprehensible speech. He has an excellent vocabulary and the typical a-tonal quality of his voice has diminished over time. He has an inquisitive nature but frequently compares himself to others, and his questions are often of this nature; His spatial abilities are typical; He has some issues with coordination, his left hand has small, congenital deformity, but his strength and flexibility has increased over time. He has a characteristic clumsiness that correlates to his Aspergers diagnosis. His parents are very active, so he has plenty of opportunity to develop small and large motor skills. They are also very musical and Z studies and plays but mainly enjoys listening to classical music; Both of Z’s parents are low on interpersonal and he is home-schooled so building his social skills up is also a particular challenge. He needs to develop more self awareness, and he is not as much of a naturalist as his parents are. His main focus is computers and his Ipod. His mother expresses reluctance about his use and focus on technology as she feels that he may use it to stay in a comfortably less social environment, although some of this technology has been shown to be helpful to students on the spectrum as a means of managing classroom behavior. *
MI Est:
1-10
Z
Ling
7
Log
6
Spat
6
Kin
6
Mus
7
Inter
4
Intra
5
Natr
4
Mother
8
8
6
9
9
5
7
9
Father
7
9
9
9
8
5
7
8
Prepared by _Hatti Langsford_ Date_2\26\2012_
For this assignment only:
What questions do you have about full participation for this student?
Other comments?
Mod. 6/25/02
For O’Connor’s learning style he scored a 5 for visual and 4 for auditory and 3 for tactile/kinesthetic which suggests that he is a visual/auditory learner.
This assessment directly contradicts the assessment adapted from Armstrong where his scores indicate that he is a Spatial and bodily-kinesthetic.*
References:
Armstrong, T. Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (1994). Retrieved 2/3/2012 fromhttp://www.spannj.org/BasicRights/appendix_b.htm
Goldsmith, T; LeBlanc, L 2004 Use of Technology in Interventions for Children with Autism
Western Michigan University JEIBI Volume 1, Issue Number 2,
If you are interested in reproducing this assessment for personal or organizational uses, please abide by the following terms of use. This content may be
distributed freely without the author’s permission provided that 1) the content, contact, and copyright notice remain intact, 2) the URL to the online version
appears on every page, 3) you do not charge any fee for its use, 4) you send a note about how, where, and when the content will be used to
copyright@agelesslearner.com for tracking purposes. If you’re interested in using the materials in a commercial or for-fee product, or on a web page,
contact the author first to learn about additional guidelines.)
Classes (Schedule)
Student Z Age 9; Grade 3
Home schooled
To increase his time spent focused on specific activities that are not of his choosing.
To demonstrate understanding of material.
To increase empathy and understanding for others.
Highly intelligent, good focus and analytical skills when he is working on something that interests him.
He loves his Ipod and engineering things, he loves to figure out things on the computer. He also like animals, hiking and riding his bike.
Student resists activities that he does not choose; he needs help understanding the point of view of other people and feeling empathy for other students. He has some small motor challenges and it is good for him to manipulate things with his hands.
Focus and clear expectations are important for this students, music is an ideal format for addressing his needs.
He is controlling to other students, but sensitive to how they treat him and think of him. He gets frustrated and even violent if other students oppose his will or reject him. It is important to catch him before this escalates and relieve the tension with re-direction or ask for a moment of self reflection.
Feedback on the impact of his conduct on other students-develop understanding and empathy for others.
None needed
Important family/health information [avoid invasion of privacy; include only what people need to know to be effective educators]
Z was in public school until earlier this year and he still receives services although he is currently being home-schooled. He is an only child and has been labeled as having Asperger’s Syndrome. He often had difficulties socially. His parents are using a treatment called RDI or Relationship Development Intervention which was developed by Dr. Steven Gutstien and this has improved his social intelligence.Z had slight delays in comprehensible speech. He has an excellent vocabulary and the typical a-tonal quality of his voice has diminished over time. He has an inquisitive nature but frequently compares himself to others, and his questions are often of this nature; His spatial abilities are typical; He has some issues with coordination, his left hand has small, congenital deformity, but his strength and flexibility has increased over time. He has a characteristic clumsiness that correlates to his Aspergers diagnosis. His parents are very active, so he has plenty of opportunity to develop small and large motor skills. They are also very musical and Z studies and plays but mainly enjoys listening to classical music; Both of Z’s parents are low on interpersonal and he is home-schooled so building his social skills up is also a particular challenge. He needs to develop more self awareness, and he is not as much of a naturalist as his parents are. His main focus is computers and his Ipod. His mother expresses reluctance about his use and focus on technology as she feels that he may use it to stay in a comfortably less social environment, although some of this technology has been shown to be helpful to students on the spectrum as a means of managing classroom behavior. *
1-10
Z
7
6
6
6
7
4
5
4
Prepared by _Hatti Langsford_ Date_2\26\2012_
For this assignment only:
What questions do you have about full participation for this student?
Other comments?
Mod. 6/25/02
For O’Connor’s learning style he scored a 5 for visual and 4 for auditory and 3 for tactile/kinesthetic which suggests that he is a visual/auditory learner.
This assessment directly contradicts the assessment adapted from Armstrong where his scores indicate that he is a Spatial and bodily-kinesthetic.*
References:
Armstrong, T. Multiple Intelligences In The Classroom. Alexandria, VA: Association for Supervision and Curriculum Development (1994). Retrieved 2/3/2012 fromhttp://www.spannj.org/BasicRights/appendix_b.htm
Goldsmith, T; LeBlanc, L 2004 Use of Technology in Interventions for Children with Autism
Western Michigan University JEIBI Volume 1, Issue Number 2,
166
O’Connor, Marcia, 2008 Retrieved 2/3/2012 http://www.agelesslearner.com/dl/alcls011008.pdf
© Marcia L. Conner, 1993-2008. All rights reserved
View this assessment online at http://www.agelesslearner.com/assess/learningstyle.html
(A previous version of this assessment was published in Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster (Hoboken, NJ; John
Wiley & Sons, March 2004). Learn about the book and read an excerpt at http://www.marciaconner.com/learnmorenow/. Join the Ageless Learner mailing
list to receive information about issues related to assessments and learning across the lifespan at http://www.agelesslearner.com/joinus.html.
If you are interested in reproducing this assessment for personal or organizational uses, please abide by the following terms of use. This content may be
distributed freely without the author’s permission provided that 1) the content, contact, and copyright notice remain intact, 2) the URL to the online version
appears on every page, 3) you do not charge any fee for its use, 4) you send a note about how, where, and when the content will be used to
copyright@agelesslearner.com for tracking purposes. If you’re interested in using the materials in a commercial or for-fee product, or on a web page,
contact the author first to learn about additional guidelines.)